Despite the increasing diversity of students in schools the teaching profession has traditionally been positioned as a homogenous workforce. However, this is changing. Each year, more neurodivergent teachers enter the workforce, bringing diverse perspectives, strengths, and experiences. Yet, despite increasing enrolments of pre-service teachers with disabilities in Initial Teacher Education (ITE) programs, many still encounter systemic barriers in work-integrated learning (WIL) placements. These barriers impact their confidence, well-being, and long-term career success.
This report, Becoming and Flourishing as a Neurodivergent Teacher, funded by ACEN, shines a spotlight on these challenges. The research, a collaboration between the Australian Catholic University, the University of Melbourne, the University of Tasmania, and the University of Glasgow, explores how education systems, universities, and schools can better support neurodivergent pre-service teachers as they transition into the profession.
